Category: Agency

  • TIJCEF Holds Two-Day Leadership Training to Strengthen Leadership Capacity

    TIJCEF Holds Two-Day Leadership Training to Strengthen Leadership Capacity

    TIJCEF Holds Two-Day Leadership Training to Strengthen Leadership Capacity

     

    The Tijwun Care and Empowerment Foundation (TIJCEF) organised a two-day leadership training programme in January 2026, bringing participants together for intensive capacity development led by experienced resource persons, including the President of Public Speakers Network of Africa Foundation.

     

    The programme formed part of TIJCEF’s efforts to strengthen leadership, communication and personal-development capacity and was implemented under the Foundation’s Agency pillar, which focuses on enabling individuals to develop the knowledge, confidence and capacity required to make informed decisions and contribute meaningfully to their communities.

     

    The President of Public Speakers Network of Africa Foundation served as one of the programme’s resource persons, alongside other key individuals who contributed to the two-day training.

     

    Unlike a one-off motivational engagement, the programme was conducted over two days, providing participants with an extended period for learning, interaction and engagement with the resource persons.

     

    The intervention came as Nigeria continues to confront challenges surrounding youth skills, employment and meaningful participation in economic and community development, making investments in practical leadership and transferable skills increasingly important.

     

    Two-Day Programme Focuses on Capacity Development

     

    The January 2026 programme placed human-capacity development at the centre of TIJCEF’s intervention.

     

    For the Foundation, leadership development is not restricted to people occupying political offices or senior organisational positions. Leadership can be demonstrated within schools, workplaces, businesses, civil society organisations, religious institutions and communities.

     

    The programme therefore provided a platform through which participants could engage with resource persons and strengthen skills relevant to their personal and professional development.

     

    Its two-day duration was also a notable element of the intervention.

     

    Rather than bringing participants together for a brief session, TIJCEF dedicated two days to the programme, allowing greater opportunity for engagement between participants and facilitators.

     

    The Foundation’s decision to involve multiple resource persons also broadened the programme beyond a single perspective.

     

    Among those contributing was the President of Public Speakers Network of Africa Foundation, bringing public-speaking and communication experience into a programme centred on leadership development.

     

    Public Speaking Meets Leadership Development

     

    The involvement of a public-speaking professional was relevant because communication remains an important component of effective leadership.

     

    Leaders are frequently required to explain ideas, engage groups, communicate decisions and mobilise people around objectives.

     

    For young people and emerging leaders, the ability to organise thoughts and communicate confidently can also affect participation in professional, educational and community environments.

     

    Public speaking is therefore not limited to delivering speeches before large audiences.

     

    It can include presenting an idea during a meeting, defending a proposal, communicating with colleagues, addressing community members or explaining a project to potential partners.

     

    By including expertise in this area within the two-day programme, TIJCEF connected leadership development with practical communication capacity.

     

    Other key resource persons also participated, giving the training a multi-resource-person structure rather than making it dependent on one facilitator.

     

    Programme Reflects TIJCEF’s Agency Pillar

     

    The leadership training falls under TIJCEF’s Agency pillar, one of the four pillars guiding the Foundation’s programmes.

     

    Within this pillar, the emphasis is on people’s ability to act rather than simply receive assistance.

     

    Leadership training fits this approach because its primary output is not the distribution of physical materials. Instead, it creates access to knowledge, experience and interaction that participants can potentially apply in their personal and professional lives.

     

    This distinguishes the programme from TIJCEF’s humanitarian activities.

     

    For example, an intervention involving donated materials responds primarily to an immediate need. Leadership training seeks to strengthen individual capacity.

     

    Both approaches can serve important purposes, but their results should be reported differently.

     

    For the January programme, the documented facts include the two-day duration, TIJCEF’s role as organiser and the involvement of the President of Public Speakers Network of Africa Foundation alongside other resource persons.

     

    A beneficiary figure has not been inserted into this report because a verified attendance number has not been established in the information currently available for publication.

     

    This prevents an estimated audience from being presented as a confirmed programme statistic.

     

    Nigeria’s Youth Skills Challenge Provides Wider Context

     

    TIJCEF’s intervention took place within a wider national push to improve skills and employment opportunities.

     

    In 2025, Nigeria launched a new National Employment Policy, with the International Labour Organization reporting that the policy places emphasis on employment creation, skills development, youth participation, gender equality and reducing regional disparities.

     

    The ILO described the policy as part of efforts to respond to unemployment, underemployment and the changing nature of work in Nigeria. “International Labour Organization – Nigeria National Employment Policy 2025” (https://reference-url-citation.invalid/0)

     

    The national policy environment demonstrates why capacity-development interventions have relevance beyond the organisations implementing them.

     

    Leadership training alone cannot resolve unemployment.

     

    Public-speaking skills alone cannot create jobs.

     

    However, communication, leadership, teamwork and problem-solving are transferable capabilities that can complement academic and technical qualifications.

     

    Grassroots interventions can contribute to this process by making development opportunities accessible to participants at community level.

     

    TIJCEF Expands Capacity-Building Activities

     

    The January leadership programme also adds to TIJCEF’s growing portfolio of capacity-development activities.

     

    The Foundation’s interventions have covered different groups and development needs, including girls’ empowerment, women’s leadership, youth development and humanitarian support.

     

    The two-day training represents the leadership-development component of that broader programme structure.

     

    By bringing experienced resource persons into direct engagement with participants, TIJCEF sought to provide learning that could be applied beyond the training venue.

     

    The programme also demonstrated the value of drawing expertise from outside the Foundation itself.

     

    Civil society organisations do not need to possess every form of expertise internally.

     

    Partnership with professionals and specialist organisations can enable grassroots foundations to deliver programmes involving knowledge that may otherwise be unavailable to their beneficiaries.

     

    The involvement of the President of Public Speakers Network of Africa Foundation illustrates this approach.

     

    Evidence Remains Important in Reporting Training Outcomes

     

    While the programme can be documented through its duration, organisers, resource persons, photographs and other programme records, TIJCEF is careful about distinguishing those records from measurable behavioural outcomes.

     

    Participation in leadership training does not automatically prove that every participant subsequently became a leader or significantly improved their public-speaking ability.

     

    Such conclusions require additional evidence.

     

    For this reason, TIJCEF’s reporting of the January programme focuses on what was delivered rather than attaching unsupported impact percentages to the training.

     

    This approach is particularly important as the Foundation strengthens its commitment to evidence-based programming.

     

    Where attendance registers are available, verified beneficiary figures can be incorporated into programme records.

     

    Where pre- and post-training assessments exist, changes in participants’ knowledge can be reported.

     

    Where follow-up interviews are conducted, subsequent application of skills can also become part of the evidence base.

     

    Without those measurements, the Foundation can still report the intervention accurately without overstating what it achieved.

     

    Investing in Human Capacity

     

    The significance of the January 2026 leadership programme ultimately lies in TIJCEF’s decision to invest in people.

     

    Community development requires infrastructure, social services and material resources, but it also requires individuals capable of organising, communicating and taking responsibility.

     

    Leadership capacity contributes to that human component of development.

     

    A young person capable of communicating an idea effectively may be better positioned to advocate for a community project.

     

    An emerging entrepreneur who can present a business concept clearly may be better able to engage partners.

     

    A volunteer who develops organisational skills may contribute more effectively to community initiatives.

     

    These are examples of why leadership and communication skills remain relevant across different areas of development.

     

    Two Days Dedicated to Building Agency

     

    The January 2026 intervention therefore represents a documented component of TIJCEF’s Agency pillar.

     

    TIJCEF organised the training.

     

    The programme lasted two days.

     

    The President of Public Speakers Network of Africa Foundation served as a resource person.

     

    Other key resource persons also contributed.

     

    And participants were brought together for leadership and capacity development.

     

    Those facts provide the foundation of the programme’s impact record without requiring exaggerated claims.

     

    For TIJCEF, the intervention also reinforces an important principle: empowerment should not only provide people with temporary assistance. It should create opportunities for them to acquire knowledge and strengthen their ability to act.

     

    The two-day leadership training translated that principle into a practical programme.

     

    As TIJCEF continues expanding its work, the January intervention stands as evidence of the Foundation’s investment in developing people who can communicate, participate and contribute more effectively within their organisations and communities.

     

    That is the central purpose of the Agency pillar: helping people move from participation to greater capacity for action.

  • TIJCEF Reaches Over 400 Girls Through STEM Outreach at Government Girls College Yola

    TIJCEF Reaches Over 400 Girls Through STEM Outreach at Government Girls College Yola

    TIJCEF Reaches Over 400 Girls Through STEM Outreach at Government Girls College Yola

    The Tijwun Care and Empowerment Foundation (TIJCEF) expanded its education and youth-development work in Adamawa State through a STEM-focused outreach at Government Girls College, Yola, where more than 400 girls were reached through an intervention designed to expose female students to opportunities in science, technology, engineering and mathematics.

    The school-based programme brought TIJCEF directly into one of Yola’s girls’ educational environments, creating an opportunity to engage hundreds of students around STEM education and the importance of preparing girls to participate in fields that are increasingly shaping education, employment, innovation and economic development.

    With over 400 girls reached, the Government Girls College intervention represents one of TIJCEF’s larger documented school outreaches.

    The programme falls under the Foundation’s Evidence pillar, reflecting TIJCEF’s commitment to using education, knowledge and measurable programme records to support interventions addressing identified development gaps.

    The beneficiary figure provides a clear measure of the programme’s direct reach: more than 400 female students participated in the outreach.

    Rather than presenting attendance as proof that every participant subsequently entered a STEM career, TIJCEF reports the programme for what the available evidence establishes—a large-scale school intervention that brought STEM awareness and exposure directly to girls in Yola.

    More Than 400 Girls Reached in One School

    The scale of the Government Girls College programme is significant within TIJCEF’s programme portfolio.

    More than 400 girls were directly reached through the intervention.

    This figure refers to students who participated in the programme and does not include estimated family members, friends or other people who may subsequently have heard about the outreach.

    Maintaining that distinction is important to TIJCEF’s evidence-based reporting.

    The programme placed the students themselves at the centre of the activity.

    Government Girls College provided a particularly relevant environment for the intervention because an all-girls school enables STEM messaging to reach a concentrated population of female students at a stage when educational interests and career ambitions are developing.

    For TIJCEF, the programme was therefore not simply about increasing the number of people attending an outreach.

    It was about reaching a specific population with a specific development message.

    Why STEM Exposure for Girls Matters

    Science and technology increasingly influence almost every major sector of modern society.

    Agriculture is becoming more data-driven.

    Healthcare increasingly uses digital technologies.

    Environmental management depends heavily on scientific information.

    Engineering remains central to infrastructure development.

    Geospatial technology supports agriculture, urban planning, disaster management and environmental monitoring.

    Artificial intelligence and digital technologies are also changing how businesses and public institutions operate.

    Girls therefore need opportunities to see themselves as potential participants in these fields.

    Yet gender disparities remain within science and technology globally.

    UNESCO has reported that women account for only about one-third of researchers worldwide, illustrating the continuing gender imbalance in scientific research. UNESCO – Women in Science⁠�

    The statistic is global and should not be interpreted as describing the individual circumstances of the students reached at Government Girls College Yola.

    It does, however, provide context for why initiatives encouraging girls’ participation in STEM remain relevant.

    Bringing STEM Conversations Into the School Environment

    One strength of the TIJCEF intervention was its location.

    Instead of waiting for students to independently discover STEM opportunities outside school, the outreach brought the conversation directly into their educational environment.

    School-based interventions can help reduce the distance between young people and information about educational and career opportunities.

    Students who have limited interaction with professionals outside their immediate communities may not always understand the range of careers connected to subjects they study in school.

    Mathematics, for example, can lead into engineering, data science, surveying, economics, computing and numerous technical careers.

    Geography can connect with geospatial science, remote sensing, environmental management and urban planning.

    Physics can lead towards engineering and technological innovation.

    Computer science increasingly connects with almost every sector.

    STEM outreach can therefore help students understand that school subjects are not isolated academic requirements but potential pathways into future careers.

    Evidence Begins With Knowing Who Was Reached

    The Government Girls College programme is particularly relevant to TIJCEF’s Evidence pillar because it demonstrates one of the simplest but most important principles of development reporting: organisations should know how many people their programmes actually reach.

    For this intervention, the documented reach is over 400 girls.

    That provides TIJCEF with an identifiable programme output.

    It is different from claiming that more than 400 girls became scientists.

    It is different from claiming that every participant developed an interest in technology.

    And it is different from claiming that academic performance improved after the programme.

    Those would be outcome or impact claims requiring additional evidence.

    TIJCEF therefore separates reach from transformation.

    The Foundation can demonstrate that more than 400 girls received STEM-focused exposure through the intervention.

    Any longer-term educational effects would require additional programme records or follow-up evidence.

    Building Girls’ Digital and Technical Skills Is a Wider Priority

    Nigeria’s development partners have increasingly placed attention on equipping children and young people with skills required for a changing economy.

    UNICEF reported that in 2025, close to 590,000 children in Nigeria developed technical, vocational and foundational skills, including more than 270,000 girls.

    The figures demonstrate the scale of the wider effort to ensure young Nigerians acquire relevant skills for education, employment and economic participation.

    TIJCEF’s programme operates at a grassroots level compared with interventions of that national scale.

    Its contribution was geographically specific: more than 400 girls in a school in Yola.

    But grassroots and large-scale programmes do not necessarily compete.

    National initiatives can address systems and large populations, while community organisations can bring opportunities directly into individual schools and communities.

    STEM and Sustainable Development

    The programme also connects with several Sustainable Development Goals.

    Most directly, it supports the objectives of SDG 4 – Quality Education, which includes expanding access to relevant knowledge and skills.

    It also intersects with SDG 5 – Gender Equality, particularly efforts to expand opportunities for women and girls.

    The United Nations recognises education and women’s participation in technology as important components of sustainable development. United Nations Sustainable Development Goal 4⁠�

    For TIJCEF, connecting programmes with the SDGs does not mean claiming responsibility for achieving those global goals.

    Rather, it provides a framework showing how a local intervention contributes to broader development priorities.

    The Government Girls College outreach represents a community-level contribution to increasing girls’ exposure to STEM education.

    More Than a Beneficiary Number

    Although 400-plus participants provide the headline figure, each number represents an individual student.

    Among those girls may be future engineers, health professionals, scientists, environmental specialists, programmers, researchers, surveyors, teachers, entrepreneurs and innovators.

    TIJCEF cannot predict which paths the students will eventually take.

    Nor should one outreach be credited for future achievements that will depend on education, family circumstances, individual choices and many other factors.

    What the Foundation can demonstrate is that the girls were given an opportunity to engage with STEM-focused information through an organised intervention.

    That exposure is the immediate contribution of the programme.

    Documenting Programmes Strengthens Accountability

    The Government Girls College outreach also demonstrates why documentation is central to TIJCEF’s Evidence pillar.

    Programme photographs can establish that activities occurred.

    Beneficiary or attendance records can establish reach.

    Partner and school records can establish institutional participation.

    Where feedback is collected, it can provide additional evidence about participants’ experiences.

    Together, these records enable TIJCEF to report programmes using evidence rather than relying entirely on promotional language.

    This approach is increasingly important for civil society organisations seeking partnerships and funding.

    Potential partners need to understand not simply what an organisation says it does, but what activities can be demonstrated through records.

    A documented programme reaching more than 400 girls provides a stronger institutional record than an unsupported statement that an organisation “empowers thousands.”

    Building a Record of Girls-Focused Interventions in Yola

    The Government Girls College programme also adds to TIJCEF’s growing record of engagement with girls in Yola.

    The Foundation has worked with girls through different school-based interventions, but the programmes have not been identical.

    At Adroit International Academy, TIJCEF collaborated with Lead the Girl Foundation in an empowerment intervention reaching 200 girls.

    The Government Girls College programme, by contrast, centred specifically on STEM exposure and reached more than 400 girls.

    Maintaining this distinction prevents TIJCEF’s programme stories from becoming repetitive.

    One intervention addresses broader girls’ empowerment.

    The other focuses on science, technology, engineering and mathematics.

    Together, they demonstrate different approaches to expanding opportunities for girls.

    Over 400 Girls, One Measurable Programme

    The strongest evidence from the Government Girls College Yola intervention remains straightforward.

    More than 400 girls were reached through TIJCEF’s STEM outreach.

    The programme took STEM-focused engagement directly into a girls’ school environment and provided students with exposure to fields increasingly important to Nigeria’s development and the global economy.

    TIJCEF does not need to exaggerate that achievement.

    More than 400 girls participating in a documented STEM intervention is itself a significant programme output.

    Under the Foundation’s Evidence pillar, the outreach demonstrates the value of connecting development activities with measurable records.

    It also reinforces a wider message: girls should not merely be consumers of future technologies. They should have opportunities to become the scientists, engineers, researchers, technologists and innovators who help create them.

    For TIJCEF, reaching more than 400 girls at Government Girls College Yola represents a practical contribution towards opening that conversation and ensuring that girls are included in it from the beginning.

  • TIJCEF Completes STEM Empowerment Project, Reaches 400 Girls in Yola

    TIJCEF Completes STEM Empowerment Project, Reaches 400 Girls in Yola

    TIJCEF Completes STEM Empowerment Project, Reaches 400 Girls in Yola

     

    Tijwun Care and Empowerment Foundation (TIJCEF) successfully completed its STEM Empowerment Project on 23 February 2026 at Government Girls’ School, Yola, Adamawa State. The completed intervention reached 400 girls and strengthened their exposure to science, technology, engineering and mathematics as pathways to education, innovation, leadership and future economic opportunities.

     

    The project was implemented under TIJCEF’s Agency Pillar, which focuses on enabling women and girls to develop the knowledge, confidence, skills and opportunities required to make informed choices and shape their own futures.

     

    Rather than viewing the participating students only as beneficiaries, the initiative recognised them as individuals with ideas, ambitions and the capacity to contribute meaningfully to their communities. It encouraged the girls to see themselves as potential scientists, engineers, healthcare professionals, surveyors, researchers, environmental specialists, technology entrepreneurs and leaders.

     

    Building Agency Through STEM Education

     

    For TIJCEF, agency means more than giving assistance to women and girls. It involves creating opportunities that allow them to recognise their abilities, express their ideas, make informed decisions and pursue their aspirations without being restricted by gender stereotypes or limited exposure.

     

    The STEM Empowerment Project reflected this commitment by introducing 400 girls to the possibilities available within science and technology-related fields. It was designed to strengthen their confidence and encourage them to approach STEM subjects as areas in which they could participate, grow and succeed.

     

    Science, technology, engineering and mathematics are not simply academic subjects. They help young people develop curiosity, creativity, critical thinking and problem-solving abilities. These skills can support girls in making better decisions, responding to challenges and developing solutions that benefit their schools, families and communities.

     

    By bringing the intervention directly to Government Girls’ School, Yola, TIJCEF created an opportunity to engage the students within their learning environment. Schools are important spaces for building agency because the encouragement girls receive during their formative years can influence their educational choices, professional ambitions and willingness to take on leadership responsibilities.

     

    Helping Girls See New Possibilities

     

    Many girls have the ability to succeed in STEM but may not always receive the exposure, encouragement or opportunities needed to develop their interests. Social expectations and gender stereotypes can sometimes create the impression that technical and scientific fields are more suitable for boys.

     

    Limited access to role models and relevant learning opportunities can also affect how girls perceive their abilities and available career options. When these barriers are not addressed, talented girls may abandon their interests or avoid subjects and professions they are fully capable of pursuing.

     

    TIJCEF’s STEM Empowerment Project helped challenge these limitations by encouraging the participating girls to recognise that their gender does not determine their intelligence, potential or professional future.

     

    The initiative promoted a simple but important message: girls have the right and ability to learn, innovate, lead and contribute to technological and scientific development.

     

    This message is central to the Agency Pillar. A girl who believes in her ability to learn is more likely to ask questions, explore opportunities and make informed decisions about her education. She is also better positioned to resist limiting stereotypes and pursue a future based on her interests and abilities.

     

    From Beneficiaries to Future Problem-Solvers

     

    TIJCEF believes that girls should not only receive support but should also be equipped to become active problem-solvers and decision-makers.

     

    The 400 girls reached through the completed project represent 400 individual ambitions with the potential to influence families, communities and institutions. Each participant has the capacity to use knowledge and confidence gained through educational opportunities to contribute to society.

     

    A girl encouraged to pursue STEM today may become an engineer who designs essential infrastructure, a healthcare professional who improves community wellbeing, a researcher who generates new evidence, a surveyor who supports sustainable development or a technology entrepreneur who creates jobs.

     

    Others may apply STEM-related skills to agriculture, climate action, education, communication or environmental management. The ultimate value of STEM empowerment is not limited to the number of girls reached; it is also reflected in the choices they become confident enough to make and the solutions they may create in the future.

     

    A Completed Project with Lasting Significance

     

    Although the STEM Empowerment Project was completed on 23 February 2026, its significance extends beyond the completion date. The encouragement, exposure and sense of possibility created through the initiative can continue to influence the participants as they progress through their education.

     

    Project completion represents the achievement of a defined intervention, but it does not end TIJCEF’s commitment to promoting girls’ education and leadership. Instead, it provides a foundation for strengthening future initiatives and reaching more girls in other schools and communities.

     

    The completion of the project also demonstrates TIJCEF’s commitment to implementing practical interventions with clearly identified beneficiaries, locations and outcomes. Reaching 400 girls at Government Girls’ School, Yola, represents a measurable contribution to the Foundation’s broader goal of expanding opportunities for women and girls.

     

    Investing in Girls’ Agency

     

    Investing in girls’ agency benefits entire communities. Girls who are educated, confident and empowered to make informed decisions are better positioned to participate in leadership, innovation and economic development.

     

    As technology continues to transform education, healthcare, agriculture, environmental management and employment, girls must be prepared to participate not only as users of technology but also as creators, researchers and decision-makers.

     

    The completed STEM Empowerment Project at Government Girls’ School, Yola, reflects TIJCEF’s determination to ensure that girls are not left behind. By reaching 400 students, the Foundation created an opportunity for the participants to see STEM as accessible and their ambitions as achievable.

     

    The project stands as an important milestone under TIJCEF’s Agency Pillar. It demonstrates how targeted educational interventions can strengthen girls’ confidence, expand their awareness of future opportunities and encourage them to take greater ownership of their educational and professional journeys.

     

    Through initiatives of this nature, TIJCEF continues to advance a future in which women and girls have the knowledge, voice, confidence and opportunities required to make choices, pursue their aspirations and contribute meaningfully to society.

     

    Project status: Completed

    Completion date: 23 February 2026

    Beneficiaries reached: 400 girls

    Location: Government Girls’ School, Yola, Adamawa State

    TIJCEF pillar: Agency